The experience described here presents a series of educational strategies implemented in recent years at some architecture schools in Spain, Italy, and Bosnia and Herzegovina. These institutions have turned to non-formal learning to overcome certain limitations university structures face when promoting architecture education from a social and environmental responsibility perspective. One of the main obstacles encountered in formal learning arises from knowledge segmentation and the difficulty of articulating different academic programmes for a comprehensive understanding of sustainability. This problem affects many technical disciplines related to the design and construction of our environments. Rather than projecting a fragmented or localised view of the problem, architectural education can incorporate strategies that promote cross-disciplinarity and transdisciplinarity, as well as a strong international dimension capable of bridging different areas of knowledge. Therefore, developing a holistic perspective on the territory and its landscapes and an awareness of the long-term impact of human works requires a re-evaluation of teaching beyond the comfort zone. This text aims to expose different methodologies for successful case development through educational innovation, which have needed to transcend the boundaries of traditional teaching, sometimes through experiences outside the classroom, allowing for a more effective understanding of the social and environmental dynamics of local and global spaces. © The editors and contributors severally 2025. All rights reserved.
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